1.5 A STUDY OF AN ECOSYSTEM

1.5.1 A broad overview of a selected ecosystem Practical Activities Select and visit one ecosystem Broad overview of the selected ecosystem

Sea Shore

Overview Broad overview of selected ecosystem

Diversity of Life Forms

Zonation

Splash zone Sea pink Grey lichen Green lichen Orange lichen Black lichen Orange lichen Black periwinkle

Upper Zone Spiral wrack Sand hopper Channel wrack Gut weed Sea Slater Barnacles Rough periwinkle

Middle Zone Knotted wrack Bladder wrack Shore crab Top shell Edible periwinkle Dog Whelk Mussel Beadlet sea anemone Limpet

Lower Shore Serrated wrack Corallina Lithoamnion Sponge Snakelock anenome Pomatoceras Thong weed

Dependence for food Dog whelks feed on barnacles Periwinkles feed on seaweed Anemone eating starfish

Dependence for protection (cont.) Hermit crabs depend on the shells of dog whelks and periwinkles to live in. Limpets depend on the holdfast of seaweeds for protection.

Dependence for protection Periwinkles depend on seaweed to hide them Sea slugs eat anenomes- they incorporate stinging cells from the anenome into tentacles on their backs for protection

Adaptations Seaweeds Brown pigment Mucilage Flexible Holdfast Air bladders

Adaptations Limpets Hard shell to protect from predators Radula and teeth to scrape algae off rocks A drop of water inside shell to stop it drying out.

Adaptations Shore crab Glands Pincers Flat body Colour

1.5.2 Observation and Scientific Study of a Selected Ecosystem Identify any 5 flora and any 5 fauna using simple keys Identification of a number of habitats from the selected ecosystem.

Keys Keys are used to help identify plants and animals. A key asks a series of questions which pinpoint one feature after another of an organism and, in a stepwise fashion enable us to identify it. A simple key consists of pairs of questions to which you answer ‘yes’ or ‘no’ You then look to the right of the set of questions, and using the number indicated, move down to the correct set of alternatives. Continue to do this until a name is reached, often accompanied by a drawing, which matches your specimen

Sample key to identify common marine algae 1 Orange, grey or black encrusting plants growing above the high-tide mark Green, brown or red plants living below high-tide mark Lichen 2 Green plant Not green in colour 3 6 3 Large flat structure looking like a lettuce leaf Plants made up of fine threads Sea lettuce 4 4 Looks like ‘moss’ covering the mud Long filaments either attached or free Vaucheria 5 5 Looks like long green intestines free-floating in dykes, lying in mud or attached to rocks at top of shore Bunches of thin branched filaments attached to rocks Entermorpha Cladophora

Use the key to identify organism A and B in the diagram

Identify a number of habitats from selected ecosystem Under rocks Under seaweed Attached to rocks In water Rockpools Zones

1.5.2 Observation and Scientific Study of a Selected Ecosystem (cont) Identify and use various apparatus required for collection methods in an ecological study

CRYPTOZOIC TRAP

PITFALL TRAP

FISH NET

TULLGREN FUNNELL

Plankton Net

MAMMAL TRAP

SWEEP NET

POOTER

Identify the following piece of apparatus and identify the part labelled X

Identify the following piece of apparatus and identify the part labelled Y

Identify the following pieces of apparatus and give their use

Collection Methods Method Used for collecting Cryptozoic Small nocturnal animals e.g. slugs, woodlice Pitfall Small animals that walk along the surface of the ground e.g. beetles, spiders Fish net Small fish from a pond, rock pool or stream Tullgren funnel Small animals from leaf litter and soil samples e.g. worms, spiders Pooter Insects and spiders from the surface of leaves and leaf litter Plankton net Microscopic plants and animals from ponds, rock pools and streams Sweep Insects from long grass and vegetation Mammal trap Small mammals e.g. mice , shrew

1.5.3 Organism Distribution Conduct a quantitative study of plants and animals of a sample area of the selected ecosystem. Transfer results to tables, diagrams, histograms or any other relevant mode. Identify possible sources of error in such a study

Syllabus 1.5.3 Quantitative Study of plants and animals of a sample area of the selected ecosystem Transfer Results to Diagrams Graphs Tables Histograms Other relevant mode

Safety Risk Assessment - identify the hazards Responsibilities - evaluate the risks - effect control measures Responsibilities Slide Four - Safety There must be a separate Risk Assessment for each fieldwork practical. For situations where smaller groups may visit different areas around the school, it is sufficient to conduct a single risk assessment covering the risks inherent in the range of areas encountered by the groups. It is not essential to have a separate assessment for each group.   To complete a risk assessment for a field trip: 1. All of the hazards must be identified. Distribute handout – Hazard Identification Sheet. This may be completed on your pre-visit, but do remember that conditions on the day might change. Allow time to look through it. 2. The associated risks evaluated. Distribute risk rating sheet. This is the same as the one you used this morning. 3. Control Measures must be put in place where necessary so as to reduce the risks to an acceptable level or to eliminate them altogether. Distribute Risk Assessment Fieldwork Form. Go through it. Review and revise your risk assessment when there are: Significant changes in materials, equipment, work methods, location or people involved. Accidents, near misses or complaints about the procedure. Students and teachers are not without responsibility when visiting an ecosystem and a general code of behaviour should be adhered to. Avoid undue disturbance to wildlife and livestock. Plants and animals may be inadvertently be displaced or destroyed by careless action Always seek prior permission before entering private and carry appropriate permits for the proposed work Evaluate the experience of the participants – those lacking experience may be a greater risk and need extra protection Think about harmful effects of your work on the environment and how this can be minimised.

Quantitative Study Data collected as a result of a quantitative study can be presented in a number of ways. Tables provide an accurate record of numerical values and enables data to be organised in a way that allows the clarification of the relationships and trends that are apparent Graphical representation provides image of trends in the data in a minimum of space

Quantitative Study No. of organisms present Quadrat A quantitative study gives information about actual no’s of plants and animals present in an ecosystem and can be carried out using a quadrat (Quadrats can be used to record slow moving invertebrates which occur in leaf litter/seashore and also to measure earthworm pop. If earthworms are first brought to the surface)

Quadrat A frame that forms a known area Usually square shaped Can be used to measure: Frequency % Cover A frame: Can be made of wood,metal,plastic etc Must be of a known area Usually square shaped but can be of any regular shape eg circular/hexagonal Can be used to measure Frequency and Percentage Cover of a species within a selected area Note: Assumed that the contents of the quadrat will be representative of the whole sampling area. Most commomly used sizes: 1m2 and 0.25m2 . Smaller sizes used in determining distribution of lichens and mosses on tree trunks and walls. Size of quadrat to be used: Optimum quadrat size reached when 1% inc. in quadrat size produces no more than a .5% inc. in no. of species present No. of quadrats thrown: A satisfactory minimum no. of quadrats is reached when a 1% increase in the no. of quadrats produces no more than a .5% increase in the no. of species found

Frequency The chance of finding a named organism within the sample area in a number of quadrats May be expressed as a percent of the total number of quadrats sampled Definition from Teacher Guidelines P 22

Frequency Procedure Throw the quadrat randomly in the sample area Record the presence or absence of a named organism within each quadrat Repeat for a number of throws Tabulate results We will conduct a Quantitative study to measure frequency Go through procedure step by step Next slide to show blank table for recording results

Frequency table If percentage is required multiply frequency by 100 Explain how to fill in data on table: For example daisy. Record presence (Y) or absence ( N) for each quadrat throw Fill in Total no ( by adding the total number of boxes containing daisy ( Y) ) Express as Frequency ( ratio) i.e. ( Total /10) % Frequency: No. quadrats containing plant/ No. quadrats thrown Next slide shows procedure which can be left on screen If percentage is required multiply frequency by 100

Frequency Procedure Throw the quadrat randomly in the sample area Record the presence or absence of a named organism within each quadrat Repeat for a number of throws Tabulate results Conduct Activity on Frequency Decide on ground rules e.g. Roored vs shooted plants Rules for inclusion Demonstrate 2 quadrat throws using Felt and hair bobbles Distribute mini quadrats and “flower meadow” Distribute blank Frequency table ( back to back ) Distribute graph paper Groups throw mini quadrat and record results on blank table Go to next slide ( Draw Graph )

Plot Graph X axis = Organisms Y axis = % Frequency Give time to draw graph

Tabulation of results Auto Calculations Completed table will look something like this: This has been done on Excel, a spreadsheet programme, where formulae are entered to compute the Frequency and the % Frequency Graph can be drawn ( Click and a completed graph will appear ) Will give detailed instructions on how to use excel spreadsheet later

% Cover Quadrat divided into a grid Intersections form sampling points Plant scores a hit if touched by the needle % Cover can be measured by using a quadrat divided into grid e.g. 5x5. With a 5x5 grid each hit with a needle represents a 25% cover A needle is placed at each sample point and a record made of each species touched by the tip of the needle as it is lowered to the ground. The record can be confined to organisms which form the canopy and shade other organisms, or it can be made for all organisms touched by the needle. In the latter case, the % cover may well exceed 100% because several organisms will overlap and shade the same patch of ground. At basic level you need only include the first species but others exist also.Also remember you are only required to report the % cover of 5 named plants so you ignore the others. It depends on what you are after. Botanists would include figures for different levels and not worry whether they add to 100 or not. If you think of it as a forest. You could give a % cover for the trees. Then you could seperately give a & cover for the ferns, mosses etc under the trees. Cover can measure the entire vegetation or can be applied to an individual species. Decisions involving which species to record depends on the objective of the study and should be clearly laid down in the ground rules during the planning stage.Usually if ground cover is the attribute of interest only the uppermost component is recorded, whereas basal cover is identified by the species occuring at the soil surface. Canopy organisms / all organisms

% Cover An area of ground occupied by aerial parts of individual plants of the species examined and counted Expressed as a percentage of the total quadrat area From Teacher Guidelines P 22

% Cover procedure Throw a quadrat at random Record the plant hit at each sampling point Repeat for a number of throws Tabulate results Go through each step and explain

% Cover table Complete table by recording the no of hits scored by each plant touched by the needle at each sampling point Record total hits scored by each plant Record total no of sampling points for the 10 quadrat throws i.e.250 Calculate % cover by using formula Graph ( Use bar graph ) Next slide has procedure which can be displayed on screen during activity

% Cover procedure Throw a quadrat at random Record the plant hit at each sampling point Repeat for a number of throws Tabulate results Conduct Activity on % cover Demonstrate 2 Quadrat throws using Felt and hair bobbles Distribute mini gridded quadrats and “flower meadow” Distribute blank % cover table ( back to back ) Distribute graph paper Groups throw mini gridded quadrat and record results on blank table Draw bar graph

Tabulation of results Auto Calculations Completed table will look something like this: This has been done on Excel a spreadsheet programme, where formulae are entered to compute the Total hits and the % Cover Graph can be drawn ( double click to show graph )

Data Presentation Graphs Analysis Calculations Spreadsheets ICT contributes to display, calculation and analysis of data. (example Excel) Graphs Analysis Calculations Spreadsheets Will now go through a brief explanation of Rxcel spreadsheet. When finished distribute Excel instructions Also completed tables can be downloaded from nbss website

1.5.7 Analysis Prepare a brief report of the results obtained Syllabus page 14 1.5.7 Analysis Prepare a brief report of the results obtained

Animal I.D using Keys Organism Name Habitat Adaptation Activity 1 Worksheet Animal I.D using Keys Organism Name Habitat Adaptation 1 2 3 4 5

Abiotic factors and measurements Activity 1 Worksheet Abiotic factors and measurements Organism Name Habitat

Plant I.D using Keys Organism Name Habitat Adaptation Activity 2 Worksheet Plant I.D using Keys Organism Name Habitat Adaptation 1 2 3 4 5

Abiotic factors and measurements Activity 2 Worksheet Abiotic factors and measurements Organism Name Habitat

To conduct a quantitative study of organisms along a belt transect Activity 3 worksheet Record % cover or number of a named organism in each quadrat along the transect Position of quadrat on belt transect Organism Name % Cover = No. of hits  100 No. of points on quadrat

Quantitative study of plants Activity 3 worksheet % cover Complete table by recording the no of hits scored by each plant touched by the needle at each sampling point Record total hits scored by each plant Record total no of sampling points for the 10 quadrat throws i.e.250 Calculate % cover by using formula Graph ( Use bar graph ) Next slide has procedure which can be displayed on screen during activity

A quantitative study of animals Activity 4 Worksheet Frequency Explain how to fill in data on table: For example daisy. Record presence (Y) or absence ( N) for each quadrat throw Fill in Total no ( by adding the total number of boxes containing daisy ( Y) ) Express as Frequency ( ratio) i.e. ( Total /10) % Frequency: No. quadrats containing plant/ No. quadrats thrown Next slide shows procedure which can be left on screen If percentage is required multiply frequency by 100

A quantitative study of animals Capture – RECAPTURE TECHNIQUE Select /measure area Day 1 – collect, & count, animals e.g. periwinkles (C1) Mark animals– inconspicuous & non toxic Release where captured Day 2 – collect periwinkles again Count number collected (C2) and also how many are marked (M2) Use formula C1 xC2 m2 Explain how to fill in data on table: For example daisy. Record presence (Y) or absence ( N) for each quadrat throw Fill in Total no ( by adding the total number of boxes containing daisy ( Y) ) Express as Frequency ( ratio) i.e. ( Total /10) % Frequency: No. quadrats containing plant/ No. quadrats thrown Next slide shows procedure which can be left on screen

Sketch of Ecosystem Activity 5 worksheet

IDENTIFY AND USE VARIOUS APPARATUS REQUIRED FOR COLLECTION METHODS IN AN ECOLOGICAL STUDY Activity sheet 5 Identified collection apparatus Name: How used: Type of organism collected : Diagram and written description

Report writing Option A Presentation of results and analysis of all ecology fieldwork together in portfolio format Option B Presentation of results of each individual ecology activity separately in regular practical notebook with one common analysis We have a template for Option A i.e. writing up all the ecology activities together. In B the objectives of the syllabus may be achieved by writing up the four practicals separately and then one page of analysis.

Option A A portfolio should contain Title page Introduction Site description Methods used Results Analysis Title page – Name of ecosystem, location, date. Photograph or drawing may be added for decorative effect. Introduction should give an indication of what is in the rest of the report. The site description may be pictorial of written. Methods used would include measurement of abiotic factors, estimating plant and animal numbers, use of relevant equipment and recording results. Only one adaptation is required in the ecosystem …not one per plant and animal. Food webs do not have to be constructed using the plant and animals identified. Presentation of results involves constructing tables, diagrams and graphs and doing necessary calculations. Analysis would include a comprehensive discussion of your findings and a description of any difficulties encountered.

Option B Presentation of results of each individual ecology activity separately in regular practical notebook with one common analysis